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BELLY BREATHING

Skill: I will practice and perform belly breathing techniques. Cognitive: I will describe what it feels like to use belly breathing techniques. Fitness: I will discuss the relationship between breathing, Tai Chi, and stress relief. Personal & Social Responsibility: I will be aware of self-space and demonstrate respect for myself and others.

Eyes Closed In Nose Fill Abdomen Out Pursed Lips Tighten Abdomen

Equipment: Meditative Music (Relaxation) Music Player 1 yoga-style mat per student 1 bean bag per student (optional)

Set-Up: 1. Space yoga mats throughout the area such that

students are able to lay down. 2. 1 student per mat.

Activity Procedures: 1. Today’s activity is called Belly Breathing. 2. The objective of the activity is to practice proper breathing and to learn about the benefits of Tai Chi

exercises. 3. Using your mat, lie down on your back in a comfortable position. 4. Close your eyes and focus on your breathing. Are you breathing into your chest or abdomen? 5. Breathe in through your nose, expanding your abdomen. 6. Breathe out through pursed lips while tightening the muscles in your abdomen. 7. Repeat for 8 to 10 minutes. 8. To increase awareness, give students a bean bag to balance on their abdomen during the breathing

exercise. This allows them to focus on moving the bean bag up and down as they inhale and exhale. Grade Level Progression: L1: Students start their belly breathing routine by following the teacher recitation of the verbal cues. After 1 minute, the students set their own personal pace. L2: Students start their belly breathing routine and set their own personal pace.

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BELLY BREATHING

Diaphragm, Mind-Body Exercise, Tai Chi, Belly Breathing, Respect

Standard 1 [H1.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (L1); Refines activity-specific movement skills in one or more lifetime activities (L2). Standard 2 [H2.L1]: Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill. Standard 3 [H14.L1-L2]: Identifies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L1); Applies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L2). Standard 4 [H2.L1]: Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1).

DOK 1: Can you remember the cues for belly breathing? DOK 2: How would you integrate belly breathing into your everyday life? DOK 3: How is belly breathing related to stress management?

Helping students practice skills, strategies, and processes: It is important to create tasks that incorporate skills that transfer over into later lessons of the module. It is also important to give students time to practice and use the skills they have learned throughout different practice tasks and in different environments. Allow students to experiment with different breathing techniques.

Adaptation: Provide students with a pillow-like support for their neck and/or knees. Extension: Allow students to perform belly breathing while sitting up straight in a meditative position.

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JU FU KATA (ARMS)

Skill: I will perform the arm sequence for Ju Fu Kata. Cognitive: I will discuss the possible benefits of mind-body exercise/activities. Fitness: I will actively engage, with a focus on controlled movement and breathing. Personal & Social Responsibility: I will be aware of self-space and demonstrate respect for myself and others.

Focus on Anatomical Position Follow the Sequence Script

Equipment: Meditative Music (Relaxation) Music Player Ju Fu Kata Arm Sequence Script Ju Fu Kata Arm Sequence Visual Aids

Set-Up: 1. Students scattered with space to move safely.

Activity Procedures: 1. Today we will learn and practice the Ju Fu Kata arm sequence. 2. The object of the activity is to learn the arm sequence of Ju Fu Kata so that we can later combine it with

the leg sequence. Grade Level Progression: L1: Students practice Ju Fu Kata as an entire group, under the direction of the teacher. L2: Students break into small groups and refine their practice of the Ju Fu Kata arm sequence in a cooperative, peer-directed environment.

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JU FU KATA (ARMS)

Tai Chi, Kata, Mental Clarity

Standard 1 [HI.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (L1); Refines activity-specific movement skills in one or more lifetime activities (L2). Standard 2 [H2.L1]: Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill. Standard 3 [H14.L1-L2]: Identifies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L1); Applies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L2). Standard 4 [H2.L1]: Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1).

DOK 1: What is the definition of kata? DOK 2: What do you know about Tai Chi? DOK 3: How does mental clarity affect performance of Ju Fu Kata?

Identify Critical Content: Learning the arm sequence of Ju Fu Kata from the teacher is fundamental in performing the kata correctly. Separating the teaching of the arms and legs will give the students something specific to focus on. This creates a learning environment well-suited for identifying specific movement concepts that will be built upon later in the module. Take time to help the students with their arms and give positive, corrective feedback to increase student competencies. Have students perform the arm sequence while following you with and without verbal cues. Then challenge them to perform the arms by themselves.

Adaptation: Pair students who need extra practice with a partner who has the arm sequence mastered. Extension: Prompt students to apply the arm movements with proper direction changes.

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JU FU KATA (LEGS)

Skill: I will perform the leg sequence for Ju Fu Kata. Cognitive: I will discuss the importance of balance when performing mind-body exercises. Fitness: I will actively engage with a focus on controlled movement and breathing. Personal & Social Responsibility: I will be aware of self-space and demonstrate respect for myself and others.

Natural Stance Stomach Crunch

Equipment: Meditative Music (Relaxation) Music Player Ju Fu Kata Leg Sequence Script Ju Fu Kata Leg Sequence Visual Aids

Set-Up: 1. Students spread out in open space.

Activity Procedures: 1. Today we will learn and practice the Ju Fu Kata leg sequence. 2. The object of the activity is to learn the leg sequence of Ju Fu Kata so that we can combine it with the

arm sequence. Grade Level Progression: L1: Students practice the Ju Fu Kata as an entire group, under the direction of the teacher. L2: Students break into small groups and refine their practice of the Ju Fu Kata leg sequence in a cooperative, peer-directed environment.

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JU FU KATA (LEGS)

Mind-Body Exercise, Kata, Balance

Standard 1 [HI.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (L1); Refines activity-specific movement skills in one or more lifetime activities (L2). Standard 2 [H2.L1]: Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill. Standard 3 [H14.L1-L2]: Identifies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L1); Applies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L2). Standard 4 [H2.L1]: Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1).

DOK 1: How would you perform the right and left front stance? DOK 2: How does the Ju Fu Kata arm sequence differ from the leg sequence? Which was more difficult for you to learn/perform? Why? DOK 3: How is balance related to your performance of Ju Fu Kata?

Identifying Critical Content: Learning the legs of the Ju Fu Kata from the teacher is the second part of the kata. Encourage students to focus only on the legs and to also focus on their balance. Throughout the lesson, give students tips on how to improve their balance and correct any movement flaws. Have students perform the leg sequence while following you with and without verbal cues. Then challenge them to perform the legs by themselves.

Adaptation: Pair students who need extra practice with a partner who has the leg sequence mastered. Extension: Prompt students to apply the leg movements with direction changes.

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JU FU KATA JIGSAW

Skill: I will combine scripted movements for arms and legs with controlled breathing to perform the entire Ju Fu Kata. Cognitive: I will discuss ways in which Ju Fu Kata and Tai Chi can help reduce and manage stress. Fitness: I will actively engage with a focus on controlled movement and breathing. Personal & Social Responsibility: I will work cooperatively with my group to learn the full Ju Fu Kata sequence.

Natural Stance Anatomical Position Stomach Crunch

Equipment: Meditative Music (Relaxation) Music Player Ju Fu Kata Jigsaw Cards Ju Fu Kata Visual Aids 4 Cones with Task Tents

Set-Up: 1. Create 4 activity areas with a cone and task tent

displaying 1 of 4 jigsaw cards. 2. Create 4 equal groups of students, 1 group per

activity area.

Activity Procedures: 1. Today’s activity is a Ju Fu Kata Jigsaw. 2. The object of the activity is to work with your group to perform the entire Ju Fu Kata by combining the

sequences for arms and legs, with controlled breathing. 3. In your group, assign each group member a card number (1, 2, 3, or 4). On the start signal, all team

members will break up and go to the cone and card that corresponds to their numbers. 4. Each card lists a part of the Ju Fu Kata sequence, as well as a number representing the order in which

the part is performed during the Kata (i.e., 1 is first, 2 is second, 3 is third, and 4 is last). 5. After you have practiced and learned your part of the sequence, you will return to your group, teach your

part, and then perform the entire Kata together as a group. Grade Level Progression: L1: Students practice each part of the Ju Fu Kata as an entire group, under the direction of the teacher. L2: Students break into small groups and refine their practice of the Ju Fu Kata in a cooperative, peer-directed environment.

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JU FU KATA JIGSAW

Communication, Cooperation, Etiquette, Respect

Standard 1 [HI.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (L1); Refines activity-specific movement skills in one or more lifetime activities (L2). Standard 2 [H2.L1]: Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill (L1) Standard 3 [H14.L2]: Applies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L2). Standard 4 [H2.L1]: Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1). Standard 4 [H3.L1]: Uses communication skills and strategies that promote team/group dynamics (L1).

DOK 1: Can you create a list describing the Ju Fu Kata sequence? DOK 2: How did combining arms, legs, and breathing affect your ability to perform Ju Fu Kata? DOK 3: How would you adapt Ju Fu Kata to make it easier? Harder? DOK 1: What is stress management? DOK 2: How does physical activity affect stress? DOK 3: How is Tai Chi related to stress management? Explain.

Organizing students to interact with content: Creating a group learning environment in which students need to work together to achieve a goal is a positive way to allow students to interact with content. This will help students understand how to work with others in a physical activity setting. It will also provide some students who are more advanced with an opportunity to take on a leadership role and help others who are struggling. Encourage students to teach each other and give feedback to their group members.

Adaptation: Pair students who need extra assistance with a peer who has mastered the Kata. Extension: Students, in a safe space, perform Ju Fu Kata with eyes closed for optimal concentration and mental clarity.

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JU FU KATA

Skill: I will perform the Ju Fu Kata as a warm-up/cool-down. Cognitive: I will discuss ways in which the Ju Fu Kata can help prepare my mind and body to learn. Fitness: I will actively engage with a focus on controlled movement and breathing. Personal & Social Responsibility: I will be aware of self-space and demonstrate respect for myself and others.

Natural Stance Anatomical Position Stomach Crunch

Equipment: Meditative Music (Relaxation) Music Player Ju Fu Kata Sequence Script Ju Fu Kata Visual Aids (optional)

Set-Up: 1. Students scattered with space to safely move.

Activity Procedures: 1. Today we will perform Ju Fu Kata as a way to warm up (or cool down) our bodies. We will perform the

entire Ju Fu Kata sequence with controlled breathing. 2. Teachers, follow the Ju Fu Kata Script and/or visual aids. Or, allow a student to lead the class with a

focus on skill refinement. Grade Level Progression: L2: Students alternate leading the full Ju Fu Kata as a warm-up/cool-down.

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Warm-Up, Cool-Down, Cooperation, Etiquette, Respect

Standard 1 [HI.L1-L2]: Demonstrates competency and/or refines activity-specific movement skills in two or more lifetime activities (L1); Refines activity-specific movement skills in one or more lifetime activities (L2). Standard 2 [H2.L1]: Uses movement concepts and principles (e.g., force, motion, rotation) to analyze and improve performance of self and/or others in a selected skill (L1) Standard 3 [H14.L2]: Applies stress-management strategies (e.g., relaxation techniques, deep breathing) to reduce stress (L2). Standard 4 [H2.L1]: Exhibits proper etiquette, respect for others, and teamwork while engaging in physical activity and/or social dance (L1). Standard 4 [H3.L1]: Uses communication skills and strategies that promote team/group dynamics (L1).

DOK 1: Can you recite the Ju Fu Kata movements in sequence? DOK 2: How can you apply this kata to your physical activity routine outside of school? DOK 3: What facts can you provide to support the use of Tai Chi as a part of a stress management routine?

Help students practice skills, strategies, and processes: By using Ju Fu Kata regularly as a warm-up or cool-down, students experience the benefits of ongoing participation in mind-body exercises. Allowing students to peer-teach the kata as a warm-up/cool-down further shifts the instructional environment toward one that is student-centered.

Adaptation: Pair students who need extra assistance with a peer who has mastered the Kata. Extension: Students, in a safe space, perform Ju Fu Kata with eyes closed for optimal concentration and mental clarity.

JU FU KATA